仁爱版英语教学设计.doc

仁爱版八年级英语（下）教学设计 古田县第四中学 汤彩琴课 题 Unit 5 Topic 3 Section A 教学目标 知识目标：掌握生词 bitter, sleepy, CD, DVD, test ,speech, monitor 掌握“make + object + v./ adj.”的用法。 掌握描述身体感觉的用语 These days I feel very bored and lonely at home. 社会交往就医的用语 How long have you felt like this? 表达情感的用语 Im worried about the test at the end of the month.(恐惧) Dont be afraid! Be brave! Take it easy. Dont worry.（安慰）Im so sorry about your illness, but it cant be SARS.（同情） 表态度的用语 I hope so.(希望和愿望) I hate to go to the hospital.(喜欢和不喜欢) 能力目标：指导学生进一步学习表达对他人关心和提建议的句子，掌握一些有关方面的日常用语，通过对话多说及复述填空提高学生用英语进行思维表达的能力。 情感态度与价值观：通过围绕Michael的病情继续学习和掌握一些有关情感、态度等语言表达的同时，让学生学会要多关心帮助他人，懂得在生活中如何与他人相处，树立人与人之间应互相关爱的美好人观。重、难点分析 本部分包括1a看听说，1b、1c结对练习，2看听说和2b小组活动几部分，重点为1a和2a；简单地记住几个重要短语和句子不是难事，但要恰当自如得张口就来却是一件不容易的事，所以本节课难点为把语言知识转变为语言能力。教学对象分析 八年级学生有了一定的语言基础和能力，但随着年龄的增长，自尊心更强，同时虚荣心也膨胀，害怕当众出丑而羞于单独发言和活动，因此教学中应在心里疏导方面多下功夫，多鼓励，多表扬，活动追求多样化，激发兴趣，让学生积极动起来，乐于参与，在活动中不知不觉吸收知识，掌握语言，形成能力，突破重、难点。教学方法及多媒体设计 依据新课程理念，本节课教学方法与多媒体运用相结合设计如下：学新生词我运用实物教学法与情景教学法，实物具体生动，情景易于理解，使学生易于掌握；情景对话运用Flash动画，让学生亲临其境，增强表演活动的欲望和信心；重点短语和句型的教学采用自主学习法，讨论归纳学习法，突出以学生为主体，合作探究的教学理念；用幻灯片展示小结本节课重点掌握内容及当堂训练、Homework内容，清楚明了，简洁便利。教学过程Step 1 Greetings(2 minutes)T: Good morning, everyone! I bring you a very sweet English song. I hope you like it and it can make you happy.Play the song.设计理念：通过音乐的魅力创设愉悦的课堂气氛。After listening to the song, the students must be very happy.Step 2 Lead to the new lesson （1 minute）T: Do you like the song? When you listen to it, are you happy?Ss: Yes, I do. Yes, I am.T: But can you be happy all the time? For example, if you failed the exam, if you are ill, or if you lost one of your friends, can you still be happy ? Ss: No, we cant.T: Yes , we cant be happy all the time. In our daily life, there are many things can affect our feelings. Its also the topic of this class.(Lead the students to look at the screen)幻灯片出示教师引出本节课课题：Unit 5 Topic 3 Many things can affect our feelings. Section A设计理念：联系实际，情景引入，便于吸引学生注意力。Step 3 Review (2 minutes)T: Well, Lin Jun is our classmate. He is ill in hospital. I am very worried about him. I think I should give him a call.（说话的同时示意一名学生站起来，假定为林军，配合老师组织对话。）（幻灯片出示对话内容，教师虚拟拨号码，同时把右手大拇指和小指叉开伸直，其余三指紧握扮作听筒放于耳旁，并示意学生对话开始。）（教师一定要记着对学生的表现加以肯定和鼓励:“Well done! Very good! Thank you, sit down, please.”)设计理念：通过设置情景，组织对话，复习打电话用语。Step 4 Presentation (30 minutes)I. 1a Look ,listen, and say （18 minutes）(承接上一环节继续设置情景)T: Now Michael and Kangkang are good friends. Michael is ill at home. Kangkang is calling Michael. What are they saying? First, please look at the questions! They can help us understand the dialogue between them.(幻灯展示问题，同时告诉学生看完后、看懂的请举手，看谁快，激发学生竞争意识 。)（Play the dialogue. 连放2遍）设计理念：对话以Flash 动画形式展示给学生，让学生更直观、形象且生动地体验情景，联系实际，更加真实。（教师板书两个生词及音标、词性，引导学生理解并掌握。）1.calm v. adj. calm downT: Colors can change our feelings. If we are excited now,but when we see blue and white ,we dont feel excited ,we feel“calm”.Can you guess the meaning?引导回答：“平静的、镇定的”。T：When someone is very angry and excited ,I try to let him or her be calm , I should say : “Calm down and listen to me.” Can you guess the meaning of “calm down”?引导回答：(使)平静、镇定2.bitter adj.T: When we are ill, we should see the doctor. Sometimes we need to take some bitter medicine. Medicine is usually bitter, not sweet. Now can you guess whats the meaning of “bitter”？引导回答：“有苦味的”。设计理念：借助于语境来学习生词，既锻炼了英语思维能力，又增强了课堂的英语氛围。（幻灯片展示对话内容，让学生两人一组扮演读，注意蓝体字重点内容和红体字难点内容的理解。）（3分钟后，找学生把重难点内容的理解依次说一说。）设计理念：突出课堂教学以学生为主，学生自主学习。（幻灯展示“指点迷津”内容，即本对话中重点语法结构内容，引导学生弄通弄懂，并争取举一反三，触类旁通。）设计理念：体现教师的主导地位。(幻灯片再次展示对话内容，全班学生分成两大组扮演对话。）（幻灯片重新展示问题，让学生两人一组进行Pair work, 叫起四组ask and answer，同时出示答案并核对。）设计理念：以不同方式组织学生活动，从听读说三方面巩固提高。（幻灯出示1c情景）T: How do you feel when you are ill? If your friends are ill, how will you reassure them? Discuss the questions with your partner.(2分钟后，叫几组学生说出自己的讨论结果，同时幻灯展示示范结果，并引导学生要懂得在日常生活中与他人相处，人与人之间应互相关爱。）设计理念：注重素质教育，体现情感态度与价值观。II.2a Look, listen and say (12 minutes)(谈话式自然衔接过渡)T: Well, Michael has been ill for a few days. All his classmates are worried about him very much. Maria, Jane and Kangkang came to his house. Now they are talking happily. Lets go to look, listen and say together.(Play 2 for twice.) 设计理念：对话以Flash 动画形式展示给学生，活泼、生动、形象，激发表演欲。(板书生词、音标及词性，引导学生理解并掌握。）3.sleepy adj.T: We all like watching TV very much. But if the programs are very boring, they must make us very sleepy. Then we would like to sleep very much. Now can you guess the meaning of “sleepy”?引导回答：“困倦的，想睡的”。4.CD n.5.DVD n.(实物展示教学。) 6.test n. T:After learning Topic3,we will have an exam or a test. Now can you guess the meaning of “test”?引导回答：“测验，考查，试验”。 7.speech n. T:There will be a speech in our school.Chen Shuyao in our classroom will give the speech. Now can you guess the meaning of “speech”?引导回答：“演讲”。 8. monitor n. T:Chen Bingcai is our monitor.He always helps us a lot in many ways. Now can you guess the meaning of “monitor”?引导回答：“班长”。 （班级人物展示教学）设计理念：实物教学生词的设计更加直观、真实，学生掌握起来更容易。（幻灯展示对话前部分，学生1、学生2扮演示范朗读，并要求大家注意蓝体字重点内容和红体字难点内容的理解，读完后让学生举手竞争说出理解的重难点内容。）（幻灯展示Key sentences，引导学生自学并掌握。）（学生打开课本自己开口大声朗读对话四人一组扮演读全班分成四组扮演读。）（幻灯展示2b小组练习，再读2a找出Michael的问题以及孩子们如何安慰他。做完后就举手，看谁做得又对又快又准确。2分钟后核对答案。）设计理念：以不同形式组织学生活动，体现自主学习，激发学习兴趣。Step 5 Brief summary (3 minutes)(幻灯展示教学目标，总结本节课主要内容。)设计理念：幻灯片的展示，简洁明了，重点突出，便于强化记忆。Step 6 Exercise in class ( 5minutes)(幻灯展示，让学生以抢答式完成，激发竞争意识“Try to be the best!”)设计理念：以抢答式进行当堂训练，在愉快、紧张的氛围中及时反馈回学生对当堂课内容的掌握情况。Step 7 Homework （1 minute）(幻灯展示)小组活动，四人一组：1.把1a和2a排成英文小短剧表演，争当最棒组合！2.学生以表格形式调查生病时的感受及如何安慰。 NameFeelingsReassurance设计理念：以小组形式进行合作探究，共同提高，感受学习成就感。教